Black Resistance: What it means to me

Posted on August 1, 2023August 1, 2023 by nurfc

What does Black resistance mean to me? Black resistance means activism, freedom, love, family and hope. Black people in America have resisted oppression in systemic, institutional, interpersonal and intrapersonal forms for centuries. Resistance can be both good and bad, and it means different things for different people. Black resistance is the foundation of American democracy. Resistance for Black Americans started in the 1800s, as Black Americans were mistreated and forced into chattel slavery. A major mechanism of resistance was marching. An effort to combat racial injustice with the goal of reaching equal rights for Black Americans. Black resistance movements began during the era of slavery through the Underground Railroad and persisted through and after the Civil War. When the Emancipation Proclamation was signed by Abraham Lincoln, it prompted an even larger resistance movement eventually leading to the Civil Rights era, including the 1960s when individuals radically armed themselves, ultimately resorting to violence.

Black Americans have literally institutionalized resistance by building strong supportive communities such as Black churches, periodicals, historically Black colleges and universities, the Congressional Black Caucus and many other groups and organizations, all founded to ensure the future success of African Americans which had not been previously granted due to the oppressive societal standards that existed in that era. Some of these organizations may be familiar: the National Association for the Advancement of Colored people (NAACP), the Congress of Racial Equality (CORE), the Southern Christian Leadership Conference (SCLC) and the Student Nonviolent Coordinating Committee (SNCC). The NAACP advocated for political and educational access, and equity of minority group citizens across the country to eliminate racial prejudice. They strived to remove all barriers of racial discrimination through democratic processes.

In 1942 a group of Black and white students in Chicago founded CORE, empowering one of America’s most prolific Civil Rights movements. The CORE organization worked alongside Martin Luther King, Jr. and was inspired by Mahatma Gandhi’s protest strategies of nonviolence and civil disobedience. The SCLC mission was to focus its effort on citizenship, schools and efforts to desegregate individual southern cities. Their goal was to plan rallies, marches and boycotts to end racial discrimination across the South. The SNCC organization sought to coordinate youth-led nonviolent, direct-action campaigns against segregation and other forms of racism. These young Black college students conducted sit-ins around the country to protest the segregation of restaurants and establishments. These organizations and actions that were taken are what turned the world the way it is today. So Black resistance means a lot to me, because if it wasn’t for our ancestors, and these coalitions that were formed, we would not be able to co-exist in the world today. Black resistance plays a major role in my life and the lives of African Americans across the country today.

“Service to the People” – the Importance of Community Food Programs

Posted on August 1, 2023March 19, 2025 by nurfc

Food insecurity has long been a problem in the United States, made worse by increased income inequality. Wages have stagnated while food and healthcare prices keep increasing. According to Feeding America, over nine million children faced food insecurity in 2021. In that same year, 22% of Black children were food insecure. According to No Kid Hungry, food insecurity affects concentration, memory, mood and motor skills, which ultimately impacts school performance and behavior.

Food insecurity is a problem that many community organizations have fought to end. One of the most famous of these programs was the Free Breakfast for School Children started by the Black Panther Party. The Panthers were started by Huey P. Newton and Bobby Seale in the mid-1960s to combat issues facing Black communities, such as hunger and lack of medical access.

The Black Panther Party recognized that hunger negatively impacts a child’s education and basic functionality. The Free Breakfast for Schoolchildren Program offered free, hot and nutritionally balanced breakfast for any child who attended the program. The program started off feeding a few hundred kids but grew to help over 20,000 kids by the end of its first year. By 1969, hundreds of free breakfast programs had opened throughout the country.

Another Black Panther Party food initiative was the Free Food Program, which focused on all community members, not just children. According to Food Insecurity in Black Communities by Feeding America, Black Americans are three times more likely to face hunger than white Americans. Each week, the organization would deliver a week’s worth of nutritious, fresh foods to those requesting assistance. Food donations from various stores helped fuel both of the Panther food programs. In 1969, the U.S. National Lunch Program acknowledged that the Panthers were feeding more low-income children than they were.

You can still find local food aid in your community. These programs can be found at food banks such as the Freestore Foodbank. Local churches often have food pantries that deliver food to their neighbors. Consider donating to these organizations or volunteering to cook and distribute food.

Louise Shropshire, Civil Rights icon and Cincinnati Black Music Walk of Fame Inductee

Posted on July 17, 2023March 22, 2024 by nurfc

Louise Shropshire (1913-1993) was born in Alabama and raised in Cincinnati, Ohio. Her grandparents were enslaved. Composing hymns at a young age, she eventually worked as the music minister at the Revelation Baptist Church in Cincinnati. She conducted the mass choir of the National Convention of Gospel Choirs in Cincinnati in 1935. Her hymnals were popularized throughout churches and were used during the Civil Rights Movement. “If My Jesus Wills,” was published in 1942, and used by Reverend Dr. Martin Luther King Jr. to bring people together during the Civil Rights Movement. The work was copyrighted in 1954.

“We Shall Overcome,” a song that brought hope, courage, and unity to the Civil Rights Movement was inspired by “If My Jesus Wills.” “We Shall Overcome” is believed to have come from African American workers were striking against the American Tobacco Co. in Charleston, South Carolina because they were only making $0.45 an hour. Pete Seeger overheard these workers singing and would go on to popularize the song.

“We Shall Overcome” has very similar lyrics to “If My Jesus Wills”:

“We Shall Overcome,

We Shall Overcome,

We shall overcome someday,

Deep in my heart,

I do believe,

We shall overcome someday.”

Click here to listen to the Azuza Pacific University Gospel Choir perform “If My Jesus Wills.”

Louise passed away in 1993. Her final words to her grandson, Robert A. Goins Shropshire, were “Someday, somebody’s gonna do somethin’ with with all my music.” In 2016, the We Shall Overcome Foundation filed a class-action lawsuit against The Richmond Organization, who they believed claimed illegitimate copyright. In 2018, a New York Federal Judge signed an order that released “We Shall Overcome” in public domain, which granted people easier access to Louise’s song. Her grandson believes she would been so happy that her song could be used by everyone.3

Louise will be inducted into the Cincinnati Black Music Walk of Fame on July 22nd, 2023. For more information, visit their website https://www.cincyblackmusicwalkoffame.org/.

National Mental Health Awareness Month: Improving Mental Healthcare For All

Posted on May 1, 2023May 3, 2023 by nurfc

May is Mental Health Awareness Month. Social media lights up with #selfcare and celebrities testify to the importance of mental health care in their lives, but there is still an ongoing mental health crisis in the United States. Even for those who want access to mental health care, too often barriers exist to access. This is particularly true in communities of color.

In 2020, the National Alliance on Mental Illness (NAMI) reported that 21% – roughly 1 in 5 – U.S. adults experienced some form of mental illness. Further, 16.5% – about 1 in 6 – American youth ages 6-17 struggled with a “mental health disorder.” In total, that is roughly 60.6 million American men, women and children. This is just the tip of the iceberg, considering these numbers rely on self-reporting, which an individual may choose not to do for a variety of reasons.

Yet a very important nuance of the picture is missed when viewing the data from the broader level. Different ethnic and racial groups receive mental health care at different rates. See the bar graph (created from 2019 SAMHSA (Substance Abuse and Mental Health Services)) for a visual representation of this discrepancy. In 2019, although about half of non-Hispanic white adults with mental health illnesses received treatment, less than a third of non-Hispanic African Americans suffering from mental health disorders received treatment. What gives?

Everyone faces barriers to mental health care, but individuals from minority communities are often uniquely disadvantaged when it comes to mental health access. Barriers can include lack of insurance (or underinsurance, as mental health care is sometimes not included in health care plans), lack of transportation to appointments, prohibitive cost, and more. According to a 2019 NAMI California survey, the three greatest obstacles to mental health care reported by diverse patients and caregivers were cost, stigma within their communities, and lack of culturally competent services. To quote one participant, “We have been knocking on county mental health services’ doors for years.”

So, what can be done to improve mental health services and outcomes for diverse communities? One important early step is to work within communities and with community leaders to educate about mental illnesses and lower the stigma about seeking mental health services. It's important that practitioners address culturally-specific traumas as well as community strengths. For an example of one group that practices this, check out the Center for Native Child and Family Resilience. By giving priority to community leaders and centering traditional spiritual and healing customs in development of community programming (see this example of using the Indigenous Medicine Wheel), the Center offers more holistic outcomes than traditional social and mental health frameworks for many Native American and Alaskan Native communities.

This is just one step. The United States also needs to commit to more comprehensive mental health care included in health insurance for all, as well as requiring ongoing implicit bias training and cultural competency courses for social workers and mental health care professionals. Poor mental health outcomes have adverse effects on not only individuals, but also families, communities, and society as a whole. It snowballs into something that affects everyone. The CDC has even called it a “global public health issue.” Considering the consequences, who wouldn’t be invested in improving mental health care for all?

Better mental health for all starts with access for all. Are you interested in therapy, but worried about the cost? You may qualify for state-sponsored therapy. Check the following links for more information:

Ohio: https://blog.opencounseling.com/public-mental-health-oh/
Kentucky: https://blog.opencounseling.com/public-mental-health-ky/
Indiana: https://blog.opencounseling.com/public-mental-health-in/
Choose another state: https://blog.opencounseling.com/public-mental-health-in/

National Poetry Month: Poetry’s ties to the Black American Community

Posted on April 11, 2023April 12, 2023 by nurfc

April is National Poetry Month, and for generations poetry has played a crucial role in elevating Black voices and providing a medium for Black stories. Black poets have used their poetry to talk about their experiences throughout US history – from slavery to segregation, from the Civil Rights Movement to Black Lives Matter.

Langston Hughes was one of the pioneers of the Harlem Renaissance, a golden age for Black culture stemming from an explosion of African American art, literature and music throughout the 20s and 30s. While other prominent Black poets of the time were turning inward for inspiration, like Countee Cullen who often wrote about lost love, Hughes was looking outward to his community. He wanted to focus not just on their shared suffering, but their shared love of music, laughter and language.

Perhaps his most famous poem “I, Too” was published in 1926 and is equally sorrowful and hopeful. It powerfully rejects racism while expressing how African Americans have persevered, and will always persevere. The poem is meant to challenge Walt Whitman’s “I Hear America Singing.” Whitman’s poem talks about the diversity of the US, and how people of all classes, in their own way, contribute to America’s “song.” However, the voices of African Americans are notably absent. Hughes rejects Whitman’s view of America and insists that “[Black voices], too, sing America.” In his poem, despite being forced to eat in the kitchen when company comes, Hughes “laugh[s], and eat[s] well, and grow[s] strong.” This alludes to the reality of life for Black Americans under Jim Crow and segregation. Despite these laws, African Americans were able to develop a thriving and vibrant culture. The poem argues that racism involves the willful exclusion and refusal to acknowledge African Americans’ contributions to America’s “song,” and that this unwillingness will inevitably be racism’s downfall; that through their perseverance and creativity, a time will come when Black voices can no longer be ignored. The poem ends powerfully, with “I, too, am America.”

Maya Angelou’s passion for poetry and literature began at a young age and in 2010 this passion resulted in her being awarded the Presidential Medal of Freedom for her civil rights activism and her contributions to American literature and poetry. One of her most famous poems, “Still I Rise,” is a powerful rejection of the oppression faced by Black Americans. Similar to Langston Hughes, Angelou reflects on the resiliency of African Americans. How, despite attempts to silence her, to break her down and ruin her, she will rise, again and again. She weaponizes her laughter, her dancing, her sexiness, because the best way to resist adversity, is to live and thrive despite negative intentions. “Does my sexiness upset you?” she writes. “Does it come as a surprise that I dance like I’ve got diamonds between my thighs? [ ] Leaving behind nights of terror and fear, I rise, Into a daybreak that’s wondrously clear, I rise, Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise, I rise, I rise.”

Poetry continues to be a powerful vehicle for sharing and elevating Black stories, giving voice to stories that stir emotions, inspire to action and evoke empathy. Through poetry and spoken word performances, Black voices, too, sing America as they rise.

Honoring the legacy of Black Soldiers is Essential

Posted on November 11, 2022November 11, 2022 by nurfc

The American Revolution officially ended on September 3, 1783, with the signing of the Treaty of Paris. Along with the Civil War, the American Revolution is one of the most noteworthy events in American history. Generations of Americans have honored and commemorated the Revolution by erecting monuments to various peoples, places, and events. According to the Journal of the American Revolution, there are approximately 450 monuments, memorials, statues, and plaques to the American Revolution across the country. This reflects the significance of the event, but where are the stories of the Black soldiers who fought?

During the American Revolution, thousands of Black people fought on both sides of the conflict. But unlike their white counterparts, they were not just fighting for independence or to sustain British rule. At a time when the majority of Black Americans lived in bondage with their labor seeding the economy of the fledgling nation, many accepted to call to arms hoping for freedom from the despotism of chattel slavery.

Historians estimate that between 5,000 and 8,000 Black Americans participated in the Revolution on the Patriot side, and that upward of 20,000 served with the British. More than a few fought with bravery and great prowess, but their exploits have faded from our collective memory. There are many notable and exceptional Black American figures including Crispus Attucks, Peter Salem, and James Armistead Lafayette. Their crucial contributions to the conflict have often gone unnoticed or unacknowledged within the American narrative.

Despite the patriots’ rhetoric about liberty and justice for all, America’s war for independence did not herald widespread emancipation for countless enslaved persons. But for some, the Revolution’s promise of liberty became a reality. The story of Pvt. John Scott is a brilliant example of that reality.

Pvt. John Scott was born 15 Aug 1760 and died 17 Dec 1847 in Maineville, Ohio. He served as a Private with Prince Edward Company, Virginia in 1778 and did a second tour in 1779. Pvt. Scott is listed in “Forgotten Patriots: African American and American Indian patriots in the Revolutionary War: a guide to service, sources and studies,” an extensive study published by Daughters of the American Revolution (DAR). The Turtle Creek Chapter in Lebanon, Ohio was apprised of Pvt. Scott and his final resting place in 2019 and filed an application for a historic preservation grant to the DAR Historian General in August 2020. Approval was received in August 2021 and the Turtle Creek Chapter worked to replace the broken headstone of American Revolutionary War Patriot John Scott in the Maineville Cemetery in preparation for a Patriot insignia marker.

On May 21, 2022, my colleague and I were able to represent the National Underground Railroad Freedom Center at the Grave Marking Ceremony honoring Revolutionary War Patriot Pvt. John Scott. Scott served as a private in the 10th regiment of the Virginia Continental Line in Company F commanded by Colonel Thomas Posey. The regiment would fight in the Battle of Monmouth, the largest and longest one day battle of the Revolutionary War.

Although the war ended on September 3, 1783, Scott was paid through November 15, 1783. His pension file indicates he was entitled to bounty land available to eligible veterans. He received his certificate for one hundred acres of land and in 1811 he received arrearages in pay in the amount of $452.

It was a privilege to stand for the legacy of Black soldiers like Pvt Scott, reminding us that Black American have been critical contributors with their lives towards the ideals of America. Let us not forget the essential role Black American soldiers have played from the very beginning of America!

Christopher Miller

Senior Director of Education & Community Engagement
National Underground Railroad Freedom Center

Why We Oppose OH H.B. Nos. 322 and 327 Pt. 3: In Teachers We Trust

Posted on October 28, 2021June 27, 2023 by nurfc

I am a trained, professional educator. This isn’t an opinion – it’s a documented fact. I have earned degrees and a certification from accredited teacher education programs, was awarded teaching licenses in two states, and have on-the-job experience. This provides me with deep understandings of how people learn and how to teach; understandings that someone who is not a trained educator does not possess. Hence, it really bothers me when people, such as politicians, who are not trained educators tell me and my colleagues how to our jobs. Would they interfere with the work of their dentist, mechanic, or IT technician? Yet, politicians consistently interfere with the work of educators.

The vast majority of public-school teachers in the United States are trained, professional educators. To become a social studies teacher, one must take content classes in history, civics, geography, and economics. Additionally, they learn about the academic and social-emotional needs of students, and the methodology of effective instruction. Throughout their careers, they hone the skills and expertise necessary to provide meaningful instruction to a specific age level about specific topics. Teachers become specialists in their field. So why is a contingency of Ohio legislators trying to tell teachers, specifically social studies teachers, what and how to teach?

Ohio House Bills 322 and 327 are the latest attempt by some Ohio politicians to infringe upon the expertise of educators. The bills imply that teachers, particularly social studies teachers, are promoting racism and sexism. In reality the opposite is true: social studies teachers utilize their content and pedagogical knowledge to promote the dismantling of racism and sexism. They are expertly prepared to engage students in discussions about such injustices through the exploration of historical and contemporary events. Social studies teachers prepare students to become active and engaged participants in public life: citizens who recognize injustices and advocate against them for the greater good of our society. If legislators want to combat racism and sexism, they should let the experts do their jobs.

Teachers know what they’re doing. They’ve trained for this. And if that isn’t enough, their performance is routinely evaluated by school administrations and the state. We want the best for our children. We trust the pediatrician because of their expertise garnered from education and experience. So, trust our teachers. They too have the expertise required to provide professional care for our children.

Ohio Legislative Service Commission. (2021, June 14). H.B. 322 Bill Analysis. https://www.legislature.ohio.gov/download?key=17005&format=pdf

Ohio Legislative Service Commission. (2021, June 14). H.B. 327 Bill Analysis. https://www.legislature.ohio.gov/download?key=16997&format=pdf

Read Part 1: Why We Oppose OH H.B. Nos. 322 and 327 Pt. 1: Public Education Needs to Evolve→

Read Part 2: Why We Oppose OH H.B. No. 322 Pt. 2: Social Studies for the 21st Century→

Dr. Amy Bottomley is the Director of Educational Initiatives at the National Underground Railroad Freedom Center. She has earned a B.S. in Secondary Education: Social Studies, a M.Ed. in Reading Education, and an Ed.D. in Curriculum and Instruction. Amy has taught high school social studies and reading courses in Ohio and Maryland, as well as teacher education courses at the University of Cincinnati. She is dedicated to teaching for social justice and supporting teachers in their pursuit of inclusive classroom practices. Amy can be contacted at (513) 333-7586 or at abottomley@nurfc.org.

Why We Oppose OH H.B. No. 322 Pt. 2: Social Studies for the 21st Century

Posted on October 27, 2021June 27, 2023 by nurfc

What do you remember about social studies class? For some of us, we recall a teacher lecturing while we copy a plethora of dates, names, and explanations into notebooks. We were told what happened and why it happened and then took a multiple-choice test. Chances are you found it boring. Ferris Buhler could relate.

Current educators know that this is not how we should teach. Research has shown that students need to be actively engaged: asking questions and making connections to their lives. The goal should not be regurgitation of facts, but meaningful understanding of concepts and the application of discipline specific skills. So why would legislators in Ohio support a bill prohibiting public schools from “requiring the discussion of current events,” and “requiring or awarding course credit for lobbying or other work surrounding social or public policy advocacy?”

Democracy requires the discussion of current events. Citizens need to engage with one another, ask questions, and learn about the world around them to advocate for the issues they deem important. Social studies teachers prepare students for this. They teach how to critically examine a topic by asking questions, seeking multiple perspectives, and examining the credibility of sources. They teach how to generate evidence-based arguments and engage in discussions and debate; civil discourse required in a democracy. Additionally, social studies teachers understand that we study the past to prepare for the future, and effective instruction requires students to make connections between the past and current events.

Democracy also requires citizens to advocate for their wants and needs. A government rooted in the desires of We the people only works if the people make their desires known. Social studies teachers educate students about advocacy to prepare them for civic participation. They encourage student advocacy to foster skills development through hands-on experience; all the while facilitating the application of social studies concepts. Don’t we want students to have real world experiences? Don’t we want a citizenry prepared for civic participation?

The Ohio Department of Education understands this. In fact, educators are required to teach “Historical Thinking and Skills” and “Civic Participation and Skills” at every grade level, K-12, in accordance with Ohio’s Learning Standards: Social Studies. In terms of current events, modern day events and concepts are included in all high school courses including a course dedicated to “Contemporary World Issues.”

Ohio House Bill No. 322 is counterintuitive to social studies instruction for the 21^st century. A successful democracy is dependent upon citizens educated for civic participation. Why would you stand in the way of this education? Anyone? Anyone?

Ohio Legislative Service Commission. (2021, June 14). H.B. 322 bill analysis. https://www.legislature.ohio.gov/download?key=17005&format=pdf

Ohio Department of Education. (2018, Feb.) Ohio’s learning standards: Social studies. http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Social-Studies/Ohio-s-Learning-Standards-for-Social-Studies/SSFinalStandards01019.pdf.aspx?lang=en-US

Read Part 1: Why We Oppose OH H.B. Nos. 322 and 327 Pt. 1: Public Education Needs to Evolve→

Read Part 3: Why We Oppose OH H.B. Nos. 322 and 327 Pt. 3: In Teachers We Trust→

Why We Oppose OH H.B. Nos. 322 and 327 Pt. 1: Public Education Needs to Evolve

Posted on October 26, 2021June 27, 2023 by nurfc

From the beginning, the U.S. placed value on educating its citizens. As colonies became states, public school laws were passed. As the border pushed westward, public schools were erected in newly formed settlements. In fact, the one-room, frontier schoolhouse became an iconic symbol of America’s past.

In the mid-19^th century, Americans decided to fund public education for all, choosing to “establish and sustain the world’s most universal and popular system of education” (Mondale & Bernard, 2001). It was a grassroots movement that created a large-scale system of local public schools funded by local tax dollars. One might say, of the people, by the people, for the people. Today, all 50 states have compulsory education laws for children.

Teaching the American Identity

Americans did this because they understood that a democratic nation would only survive if its citizens were educated. As our new nation struggled to find its identity, “citizens came to believe that schooling was a public good essential to the health of the nation” (Mondale & Bernard, 2001). The problem was deciding what to teach. What would students learn from this education? What information, understandings, skills, and values did one need to become a productive member of civic society? These questions continue to be debated and shape public education into the 21^st century as the politics of education plays out in local school boards, state legislatures, and federal institutions. Currently, two Ohio House Bills targeting public education are in committee. Ohio H.B. Nos. 322 and 327 aim to prohibit what and how teachers teach in public schools and state agencies. The debate continues.

I argue that at the heart of this debate is our struggle to find an American identity. Who are we and what do we believe? The U.S. has been in constant evolution shaped by changing borders, immigration, industrialization, technology, and globalization. We’ve progressed in our understandings of science, math, literature, and the social studies. Education has evolved. Research has not only changed what we teach, but how we teach. With a better understanding of how humans learn, teachers are better equipped to maximize understanding and skill development. We’ve come a long way from the lessons taught in the one-room schoolhouse.

History for All of Us

The evolution of this country includes the diversification of its citizens. Remember when I said in the mid-19^th century, Americans decided to fund public education for all, and talked about publication education of the people, by the people, for the people? That isn’t entirely true.

In the mid-19^th century, there were approximately 3.5 million enslaved people of African heritage in the country and strict literacy laws prohibiting their education. Not to mention the free Black population in mostly northern states who faced discrimination in public education. And let’s not forget the approximately 300,000 American Indians who resided in U.S. states and territories. As native nations fought to maintain sovereignty, others were forced into citizenship. Many native children were required to attend boarding schools with the intent of “Americanizing” them.

Did you notice this mistake? Probably not because you were likely taught U.S. history from a white, male, European perspective. For years and years, this was the norm, but we are evolving. Educators now recognize the need to include multiple, diverse perspectives when analyzing the past. This has led to a broader understanding of our American heritage, and better represents the history of all citizens. History is a mixture of everyone’s experiences and perspectives. While there is factual evidence of people, places, and events; there often isn’t one correct way to interpret them. As James Baldwin said, “American history is longer, larger, more various, more beautiful, and more terrible than anything anyone has ever said about it.” We are not a perfect nation with a perfect past. What matters now is that we learn from it and strive for a better tomorrow. This requires public education to teach history from multiple perspectives and include the beautiful and the terrible.

Ohio H.B. Nos. 322 and 327 do not support this evolution. When you read them (here and here), this becomes apparent. The bills prohibit certain concepts from being taught and aims to tell a version of America where sexism and racism did not impact our modern society. The bills also discourage educators from discussing these concepts in the classroom. The wording of the bills leaves much to interpretation and could dissuade teachers from including diverse perspectives when analyzing past and current events. They want us to focus on the beautiful but not the terrible.

Evolving for the Better

If a nation expects to be ignorant and free, it expects what it never will be. - Thomas Jefferson

Acknowledging the words of Thomas Jefferson, “If a nation expects to be ignorant and free, it expects what it never will be,” I suggest that our American identity value an evolved, educated, participatory citizenry. Thus, public education should teach the information, understandings, and skills necessary to become a productive member of civic society. The U.S. is a representative democracy, so we need citizens who value inquiry and will question our leaders and the status quo. In the age of the internet and social media, we need citizens who value facts and evidence and can identify credible and non-credible information. Because we are a vast and diverse country, we need citizens who value diversity and seek out multiple perspectives. Since democracy is of the people, by the people, for the people, we need citizens who value communication and who discuss, debate, and deliberate with one another and then advocate for issues they believe in. Finally, because we are products of our history, we need citizens who value the lessons of the past and will apply them in creating a better tomorrow for all Americans.

Of course American is evolving. The world is evolving. The question is, will we evolve for the better? Will we learn from the past, assess our values, and move towards progress? Or will we ignore our mistakes and retreat into a past that was less accommodating to diversity and multiple perspectives?

Mondale, S. & Bernard, S. C. (Eds.). (2001). School: The story of American public education. Boston: Beacon Press.

Read Part 2: Why We Oppose OH H.B. No. 322 Pt. 2: Social Studies for the 21st Century→

Read Part 3: In Teachers We Trust: Why We Oppose OH H.B. Nos. 322 and 327→

July 18, 1863: The Bravery of the 54th Massachusetts

Posted on July 17, 2020December 7, 2021 by nurfc

When southern states began to secede from the Union in 1860, talk of civil war was prevalent throughout the country. For African Americans, this war was about one thing—bringing an end to slavery. Frederick Douglass and other prominent African Americans petitioned Congress and President Lincoln to allow African American men to enlist in the military. Douglass’ words and determination laid heavy in the mind of the President.

“A war undertaken and brazenly carried on for the perpetual enslavement of colored men, calls logically and loudly for colored men to help suppress it. Only a moderate share of sagacity was needed to see that the arm of the slave was the best defense against the arm of the slaveholder.”

- Frederick Douglass, “Men of Color, To Arms!” March 21, 1863

Laying the Ground Work

The first step in recruiting African Americans was the Second Confiscation and Militia Act which gave Lincoln the authority “to employ as many persons of African descent as he may deem necessary and proper for the suppression of this rebellion…in such manner as he may judge best for the public welfare.” This act formed a number of unofficial African American regiments in Louisiana, Kansas and South Carolina. However, it wasn’t until the Emancipation Proclamation was issued on January 1, 1863 that official African American regiments formed.

Forming The 54th Massachusetts

On January 26, 1863, Secretary of War Edwin Stanton authorized the official recruitment and formation of African American regiments. Shortly after, Massachusetts Governor John A. Andrew reached out to Boston’s African American and abolitionist communities to help with recruitment of soldiers to the Union Army. Excited by the news, these individuals worked tirelessly to recruit soldiers. Church sermons, public events, newspapers, posters and pamphlets were all used to promote recruitment. Frederick Douglass and Major Martin Robinson Delany also assisted with recruitment. Douglass’s two sons, Charles and Lewis, were some of the first to enlist.

Recruitment was so successful that over 1,000 men had volunteered by May 14, 1863. Volunteers came from all over the country, and even Canada and the Caribbean. This new regiment became the 54th Massachusetts, the second African American regiment of the United States Army. Roughly 25% of the volunteers were from southern states, many of them formerly enslaved.

Early Days

Trainings were done just outside of Boston at Camp Meigs, and the unit was commanded by Colonel Robert Shaw. Once training was complete, over 20,000 people (including Frederick Douglass and William Lloyd Garrison) gathered at Boston Commons on May 28, 1863 to send them off to active duty. The crowds cheered as the soldiers boarded the ship De Molay that was destined for South Carolina.

After weeks of manual labor and engaging in a small fight with Confederate troops on James Island, Colonel Shaw requested that his troops have the opportunity to lead the next assault against Confederate troops. When the 54th arrived outside of Fort Wagner, South Carolina on the evening of July 18, 1863, Colonel Shaw got his wish. That evening he told his men:

“I want you to prove yourselves… The eyes of thousands will look on what you do tonight.”

This was the moment they all had waited for. The opportunity to prove their valor—to fight for freedom.

The Assault at Fort Wagner

The 54th led the union assault. They advanced at dusk, bravely marching toward the Confederate line. When they got within 100 yards, Shaw gave the order to attack. Outgunned, the 54th was assaulted by a wall of bullets. Shaw witnessed the carnage and chaos, regrouped his men and led the charge over the outer wall of Ft. Wagner. Before the Colonel was shot and killed, his last words were, “Forward Fifty-Fourth!”

When the flag bearer was shot, Sergeant William H. Carney grabbed the flag before it could hit the ground. Despite suffering several serious gunshot wounds, Carney carried the symbol of the Union to the base of the fort where he planted the flag in the sand. Carney later told his fellow soldiers:

"As quick as a thought, I threw away my gun, seized the colors, and made my way to the head of the column."

His heroic efforts earned him the Medal of Honor—the first black recipient of the award in United States history.

Aftermath

Although the 54th fought valiantly, they were eventually repelled by Confederate troops and the union forces failed to take Ft. Wagner. Approximately 280 soldiers from the 54th were either killed, wounded, captured or missing. Some of captured men were sold into slavery. Yet despite the loss, the bravery shown by the 54th Massachusetts at the charge of Fort Wagner proved that African American troops were valuable, effective soldiers. This would be remembered as one of the most famous battles of the Civil War—inspiring artwork, poetry and songs for generations to come.

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James Harrington

Manager of Interpretive Services
National Underground Railroad Freedom Center

Author Archive: nurfc